Emma Adam, K. Grant and E. Chen, National Institute on Alcohol Abuse and Alcoholism and DePaul University, “Development and Validation of a Comprehensive Stress Battery for Adolescents,” $433,397.
David Figlio, Smith Richardson Foundation, “The Consequences of Tenure Reform,” $98,132; John D. and Catherine T. MacArthur Foundation and New York University, “The Effects of Housing Instability on Children’s Educational Outcomes,” $53,054.
Jonathan Guryan, William T. Grant Foundation, “Preventing Truancy and Dropout,” $149,972; National Institute of Child Health and Human Development and University of Chicago, “A Randomized Study to Abate Truancy and Violence in Grades 3-9,” $86,681; John D. and Catherine T. MacArthur Foundation and University of Chicago, “Crime Lab,” $72,620; Department of Education and Harvard University, “Project READS,” $45,722.
Larry Hedges, National Institute of General Medical Sciences, “Why Do Research Prizes Have Effects on Minorities’ Biomedical Research Careers?” $344,262; National Science Foundation, “Improving the Generalizability of Findings from Educational Evaluations,” $321,923.
Michael Horn and Reed Stevens, National Science Foundation, “Augmenting Household Technologies for Learning and Whole Family Participation,” $539,799.
Kemi Jona, Michael Horn and Uri Wilensky, National Science Foundation, “Casting a Wide Net: Applied Computational Thinking,” $998,711; Jona, Reed Stevens and Horn, Chicago Community Trust, “YouSTEM: Creating a Space for Interest-Driven STEM Exploration by High School Youth,” $329,893; Jona, Motorola Mobility Foundation, “Building Program-Wide Capacity for Empowerment Grantees,” $15,000.
Douglas Medin, National Science Foundation, “Cultural Epistemologies and Science-Related Practices,” $577,000; “Culturally Based Citizen Science,” $728,000.
Brian Reiser, National Science Foundation, “Using Technologies to Engage Learners in the Scientific Practices of Investigating Rich Behavioral and Ecological Questions,” $141,393.
Kimberly Scott, Procter and Gamble Fund, “Exploring New Innovations in the Use of Coaching and Mentoring to Accelerate Leadership Development,” $10,000.
As a leader in social policy, Lindsay Chase-Lansdale was recently selected as an inaugural Ascend Fellow at the Aspen Institute. The Ascend Program focuses on dual-generation strategies to break the cycle of poverty.
David Figlio and Carol Lee were listed in Education Week’s 2012 Edu-Scholar Public Presence Ranking, which recognizes academics having the most substantial public impact.
Barton Hirsch and his co-authors won the Society for Research on Adolescence Social Policy Award for Best Authored Book for After-School Centers and Youth Development.
Kemi Jona gave a presentation on “Remote Labs: A Vision for the 21st Century Science Lab” as well as a keynote speech on “University Partnerships to Support STEM Education and Outreach in Elementary and Secondary Schools” at the Science and Creativity Annual Conference in Seoul, Korea.
Eva Lam was invited to be a keynote speaker at the “Digital Crossroads” conference for the Humanities, Arts, Sciences and Technology Advanced Collaboratory at Utrecht University, the Netherlands.
Carol Lee was awarded an honorary doctoral degree by the University of Pretoria in South Africa. She also gave a presentation at the World Educational Research Association in Kaohsiung, Taiwan, on “A Comparison of Culturally Focused Educational Innovation in the U.S., Brazil and South Africa.”
Douglas Medin became president of the Association for Psychological Science.
Paula Olszewski-Kubilius along with Seon Young Lee and George Peternel won the Gifted Child Quarterly Paper of the Year Award for their article “The Efficacy of Academic Acceleration for Gifted Minority Students.”
James Rosenbaum made a presentation on “New Procedures for Improving Completion in Higher Education” to a conference of state boards of education and governors’ offices from 19 states in October.
James Spillane and Rebecca Lowenhaupt gave a presentation on “Urban School Leadership and Government Accountability” at the Eastern Educational Research Association conference in Berlin. Spillane also presented a paper on “Networking about Instruction in Schools” at the School Leadership Symposium in Zug, Switzerland.
Lindsay Chase-Lansdale Wins New $2 Million Grant for Two-Generation Study
Lindsay Chase-Lansdale and her research team received a new $2 million grant from the U.S. Department of Health and Human Services to study an education program that seeks to improve outcomes for two generations. The program combines early learning for preschoolers and workforce training for their low-income parents.
Chase-Lansdale’s four-year, mixed-methods study is evaluating CareerAdvance®, the only workforce development program with the goal of helping both parents and children at the same time. Parents are trained for jobs in the healthcare field, and children are enrolled in early childhood programs run by the Community Action Project of Tulsa County (CAP).
The current project, which expands an earlier evaluation, will examine short-term and longer-term impacts on educational attainment, employment and family well-being. “We believe that our multidisciplinary research partnership with CAP will produce findings that will inform and improve CareerAdvance, the nascent field of dual-generation education and training programs, as well as broader workforce program design and policy,” says Chase-Lansdale.
Obama Taps Larry Hedges for Key Education Post
President Barack Obama tapped SESP faculty member Larry Hedges as a key member of his educational advisory team. Hedges, Board of Trustees Professor of Statistics and Social Policy, was nominated to the National Board for Education Sciences.
The board advises and consults with the director of the Institute of Education Sciences, the Department of Education’s research arm, on educational policy and research priorities. A leading authority on education statistics and program evaluation, Hedges is best known for developing statistical methods for meta-analysis, the statistical analysis of the results of multiple studies that combines their findings. His work is a key component of evidence-based social research.
L. Takeuchi and Reed Stevens, The New Coviewing: Designing for Learning through Joint Media Engagement (2011).
Kemi Jona, R. Roque, J. Skolnik, David Uttal and David Rapp, “Are Remote Labs Worth the Cost?” International Journal of Online Engineering (2011).
Eva Lam and D. Warriner, “Transnationalism and Literacy,” Reading Research Quarterly (2012); Lam (Ed.), “Literacy” section, Encyclopedia of Applied Linguistics (2012)
M. Bang, B. Warren, A. Rosebury and Douglas Medin, “Relationality: Teaching and Learning in the Intersections of Epistemology, the Disciplines and Culture, Human Development (2012); P. Herrmann, Medin and S. Waxman, “When Humans Become Animals: Development of the Animal Category in Early Childhood,” Cognition (2012); J. Ginges, S. Atran, S. Sachdeva and Medin, “Psychology out of the Laboratory,” American Psychologist (2011).
James Rosenbaum and K. Becker, “Navigating the Transition to College,” American Educator (2011).
R. F. Subotnik, Paula Olszewski- Kubilius and F. C. Worrell, “Rethinking Giftedness and Gifted Education,” Psychological Science in the Public Interest (2011).
L. K. Berland and Brian Reiser, “Classroom Communities’ Adaptations of the Practice of Scientific Argumentation,” Science Education (2011).